AAC Framework: A resource to support device prescription

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Example Goal for Tara - 1ScoreBaseline(skill level at start oftrial)-2Less than expectedoutcome-1Expected outcome0Attainment Level / OutcomeGiven a static simple communication device, Tara will lift up her sipper cup and shake it toindicate that she want ‘more drink’, to communicate a basic need/want.Given a static simple communication device, Tara will lift up her sipper cup and shake it toindicate that she want ‘more drink’, and with visual and verbal requests will attend to modellingof a choice between two high contrast symbols on the device to communicate a basicneed/want.Given a static simple communication device, Tara will attempt to request that shewants a drink by choosing a high contrast symbol from a choice of two on the device,with 50% accuracy to communicate a basic need/want.Greater than expectedoutcome+1Much greater thanexpected outcome+2Given a static simple communication device, Tara will attempt to request that she wants adrink by choosing a high contrast symbol from a choice of two on the device, between 50%and 75% accuracy to communicate a basic need/want.Given a static simple communication device, Tara will attempt to request that she wants adrink by choosing a high contrast symbol from a choice of two on the device, between 75%and 100% accuracy to communicate a basic need/want.Next
ScoreBaseline(skill level at start oftrial)-2Less than expectedoutcome-1Expected outcome0Greater thanexpected outcome+1Much greater thanexpected outcome+2Example Goal for Tara - 2Attainment Level / OutcomeTara’s Kindy teacher does not use a Speech Generating Device to modellanguage in any activities across the school day.Tara’s Kindy Teacher uses a Speech Generating Device to model language in amotivating activity for Tara on one occasion across the school day.Tara’s Kindy Teacher uses a Speech Generating Device to model languagein a motivating activity for Tara on two occasions across the school day.Tara’s Kindy Teacher uses a Speech Generating Device to model language in amotivating activity for Tara on three occasions across the school day.Tara’s Kindy Teacher uses a Speech Generating Device to model language in amotivating activity for Tara on four occasions across the school day.Next
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Important InformationThis is a fram
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Where to start?• Introduction, IC
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ICF InformationRecommended Reading
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How will this framework help me and
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Guidelines for Considering Speech G
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Timetable for Growing Up“ Young p
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Guidelines for Considering Speech G
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.Tara : a brief overview• Tara is
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Jo : a brief overview• Jo is 17 y
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Principles to consider to support a
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Who else can assist in the assessme
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ImpairmentCognitiveSkillsSensorySki
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How do we gather information regard
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Activity• Impact of physical, cog
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Activity: What do you need to know?
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Impairment & Activity FactorsDevice
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Assessing language and communicatio
Page 38 and 39: Child - Communication AssessmentsEm
Page 40 and 41: Young Adult - Communication Assessm
Page 42 and 43: Assessment detailsThis is a list of
Page 44 and 45: Participation: What do you need to
Page 46 and 47: Participation resourcesRefer to Res
Page 48 and 49: Environment: What you need to know
Page 50 and 51: Refer to Resource List:Environment
Page 52 and 53: Personal Factors: What you need to
Page 54 and 55: Personal factors resourcesRefer to
Page 56 and 57: Health ConditionMotor Neurone Disea
Page 58 and 59: Let’s Look at Marsha through ICF
Page 60 and 61: Health ConditionDevelopmental Delay
Page 62 and 63: Let’s Look at Tara through ICF ey
Page 64 and 65: Oliver, 12yrsHealth ConditionAutism
Page 66 and 67: Let’s Look at Oliver through ICF
Page 68 and 69: Jo, 17 yrsHealth ConditionCerebral
Page 70 and 71: Let’s Look at Jo through ICF eyes
Page 72 and 73: Stage 2 : Trial Options & Goal Sett
Page 74 and 75: The Trial CycleDuring the trial, we
Page 76 and 77: Options to TrialChoose SGD’s that
Page 78 and 79: The TrialDuring each trial, it can
Page 80 and 81: Goal Setting - General Principles
Page 82 and 83: Resources to Support Goal Setting
Page 84 and 85: Four Case StudiesTrial Options and
Page 86 and 87: ScoreBaseline(skill level atstart o
Page 90 and 91: Trial InformationLarge target, sing
Page 92 and 93: Example Goal for Oliver - 2ScoreBas
Page 94 and 95: ScoreBaseline(skill level at start
Page 96 and 97: Trial InformationEco 2 Vantage Lite
Page 98 and 99: Evaluation & Decision MakingYou are
Page 100 and 101: Four Case StudiesEvaluation and Dec
Page 102 and 103: Decision Making FrameworkTrials of
Page 104 and 105: Decision Making FrameworkTrial of B
Page 110 and 111: MASS forms for ‘Communication Aid
Page 112 and 113: Marsha - Where is she now?• Marsh
Page 114 and 115: Tara - Where is she now?• Tara tr
Page 116 and 117: Oliver - where is he now?• Oliver
Page 118 and 119: Jo - where is he now?• Trials of
Page 120 and 121: ReferencesReferences.pdfNext
Page 122: Contact Details• Debbie Burmester
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AAC Framework: A resource to support device prescription

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